Who gets accepted as a citizen or as an immigrant?  Who is considered a desirable immigrant? Students will work in small groups to examine a primary source text and image set about immigrants at the turn of the 20th century.  They will use the sources to develop a deeper understanding of the hurdles and discrimination many immigrant groups faced. In addition to learning about race-based entry policies, students will observe that many types of disabilities were considered undesirable and would keep an immigrant out.

The massive influx of immigrants to the United States in the late 19th and early 20th centuries shaped American society both at the time and indefinitely. The following primary source set explores materials organized for the Collaborative for Educational Services and by the Library of Congress. The Library of Congress has crafted a vast number of primary source sets, interactive presentations, and collections to showcase the tremendous volume of materials on the subject.

The following set of resources from the Library of Congress was prepared for Special Education in Institutional Settings (SEIS). The set presents primary source documents and images on two main units of study: The American Revolution and the U.S. Constitution. There are abundant resources on the American Revolution and U.S. Constitution. Therefore, this set recommends a careful selection of the most engaging. Teachers and students can focus on the most valuable sources from the era for use in classroom or research settings.

Civics and U.S. History courses raise the question: What does it mean to be an American? The case of Puerto Rico is an interesting one because Puerto Ricans find themselves in limbo between American citizenship and Puerto Rican nationalism. The following primary source sets explore the unique relationship between Puerto Rico and the United States including the different factors that influence Puerto Rican identity, including nationalism, political status, culture, and migration. By examining these primary sources, students will gain an understanding of:

When the Pilgrims arrived at Plymouth Bay, indigenous peoples on the East Coast had been in sustained contact with European explorers and fur traders for over a hundred years. In the 17th century, however, European colonists began to permanently settle in North America. Indigenous communities found ways to adapt their cultural forms to the regular presence of Europeans, building upon knowledge amassed over the last century.

American involvement in the Vietnam War was one of the most polarizing issues of 20th century American history. Many supported the conflict, claiming that a victory for communism would destabilize the entire region. Others argued that United States policy towards Vietnam was an illegitimate and unnecessary use of American power that led to an unconscionable loss of American and Vietnamese life. The following primary source set contains primary and secondary source documents accompanied by annotations and questions, classroom activities, and relevant standards.

The story of the American West is the story of the meeting of French fur traders and a variety of Indian communities, of American settlers and soldiers and Mexican families, of black miners and Chinese laborers. The creation of the continental United States was made possible through the acquisition of vast tracts of land that were not, contrary to the opinions of many, simply an empty wilderness. Thus, the history of westward expansion is a history of accommodation and adaptation, of conquest and colonialism.

Beginning in the 1870s, America underwent a second industrial revolution driven by the metal industries. For the worker, opportunities abounded; the United States experienced a massive migration from country to city, while immigrant workers flocked to America from Eastern and Southern Europe. As industrial wealth grew, so did class divisions and class unrest. In this period, a succession of organizations sought to mobilize workers according to a variety of ideologies and structures.

The Bloody Massacre–Or Was It?

Performance assessments require students to demonstrate what they know and can do. Often expressed as “authentic”–mostly meaning as much like the real world as possible. In this performance task, fifth graders compare three pieces of evidence from a key event in American History.

Visually rich history published by Guy McLain, Director of the Lyman and Merrie Wood Museum of Springfield History. Provides a rare glimpse into the evolution and history of western Massachusetts. Topics explored include European Settlement of the Valley, the Revolution and Shays’ Rebellion, Development of Transportation and Trade in the Valley, and Expansion of Business and Industry.